Selecting the learning strategies There are four possible strategies to apply: 1. Deductive - expository This strategy is recommended when participants have some experience and sufficient knowledge to enable them to understand the general information. A deep level of understanding is not necessarily required. It is best suited for declarative knowledge, such as facts, simple concepts and models. 2. Inductive - experiential This strategy is best suited when participants have little or no experience and their knowledge consists mostly of simple strategies and\or models. While more time consuming, it is probably one of the most effective ways of reaching a deep level of understanding. To maximise your time, use some “leading questions,” to guide the participants through their discovery. It is suggested for strategic knowledge like problem solving. 3. Inductive - expository This strategy provides the participants with a deeper understanding than the deductiveexpository strategy although not as good as the inductive-experiential method. Like the deductive/expository, it is best suited for declarative knowledge, such as facts and simple concepts and models. 4. Deductive - experiential This strategy is a good way to present complicated concepts that have many components. Once the participants have used the other three strategies for learning components of a concept, this strategy can be used to piece together the components into the general concept. Like the inductive/experiential strategy, it is best suited for strategic knowledge like problem solving. Determining which approach to apply for each learner is not an exact science. The decisions on how to structure the learning should be based on: The information gathered in the assessment: The participant‟s knowledge levels and learning styles, The time constraints: The inductive approach requiring more time in the Design, Development and Implementation The content itself: The next section presents different strategies to select and present content. Each strategy is not exclusive and can be combined within one activity, maximising learning and taking into consideration constraints and participant needs and preferences.
Prioritizing the content Finding the right balance of content is crucial to maximizing the impact of any learning activity. Too little content will bore the participants, who will then lose focus. Overloading the participants will stifle the creative process of participants and restrict memory retention. Distinguish what content is “need to know” compared to “nice to know.” The second category of content may be added explored in Phase 3 of a blended activity or provided as additional information linked to the activity website.
